Implementing the Wimba Virtual Classroom Technology - Research Paper Example

MIS project for Virginia Tech implementing the “Wimba Virtual room” Technology Introduction Virtual rooms let and students in communicating synchronously with the use of features such as collaborative whiteboard, sharing of application, text chat, video, audio, emoticons, instant polling and break out rooms. In recent times, an electronic survey was conducted through listeners asking lecturers to define their experience using and adopting virtual classroom. It was revealed that the virtual classroom was considered as an influencing tool for the development of community, promotion of interactivity along with reaching students of different places. In addition, it has been observed that lecturers have been using the virtual classroom for synchronous class periods and office hours as it has multiple uses which include the ability to access and to share information simultaneously from different locations, a tool for audio-visual phone calls, and a medium for retrieving and delivering online lectures. It provides prospects for the students in real time communication with the classmates and lecturers. Correspondingly, the objective of the paper is to explore a discussion relating to the implementation of Wimba Virtual Classroom Technology in Virginia Tech University (Martin & Parker, n.d., Clark & Kwinn, n.d.). Details of Organization Acquisition Plan Blackboard Inc. lately made acquisition of two of the best providers of collaboration learning and synchronous learning which included both Wimba Inc. and Elluminate Inc. This collaboration resulted in formation of Blackboard Collaborate that is a newest platform for providing educational solutions. This collaboration pursues innovation at a greater extent in meeting the ever-growing requirements of collaboration and synchronous learning with continuous integration support of learning management systems and open sourced application. As a result, it can be affirmed that Virginia Tech University should develop a kind of plan which focuses on successful implementation of virtual classroom. This can be done effectively if inquiry based learning and student centered learning approaches are incorporated in the university to make it interactive, which might be a part of broader blended solution for learning. The plan also should include designing the class in such a manner that the Wimba Virtual Classroom uses a blend of learning activities such as reading, assignments and undertaking of e-learning that is self-paced. Moreover, the result and objectives of the class undertaken must also be considered, along with activities used in these classrooms that ensure reinforcement of learning. In addition, students in advance must know what they would do in the classroom that would facilitate in preparing and making the classroom session experience of learning more advantageous (Varadarajan, 2012). Milestone and Timing for the IT After acquiring a brief idea about the Wimba Virtual Classrooms, it can be suggested that Virginia Tech University must follow an operational schedule for effective implementation of virtual classroom in the university. Correspondingly, there are various actions and time frames suggested along with milestones laid down to ensure effective management strategy in designing the classrooms. Action Timeframe 1) Project Organization and Planning This is the first step that the university must follow that includes project team formation, determining initial requirements that comprise E-Systems prioritization, selection of team members and formation of a project team. The team would be responsible for providing recommendations for the designing the virtual classroom. March 2014-April 2014 2) Tendering and Procurement of Equipment This step involves invitation of bids from experienced tenders, evaluation of the bids based upon the previously defined evaluation standards and providing award to the contractor for the project. May 2014-June 2014 3) Pre-implementation Preparation This is the step wherein the facilities and equipment are ordered and delivered and the prototype is constructed. July 2014-August 2014 4) Implementation This is the final step which includes constructing an online learning medium that is unified, testing the environment for initial implementation, providing training related to knowledge transfer, testing of user acceptance, promoting the new platform for instructors and students, ensuring that the user is familiar with the platform and finally there should be a delivery of an online learning platform that is unified. September 2014-February 2015 Milestones First Phase: (September 2014-November 2014) 1) Platform for virtual classroom 2) Learning system on demand 3) Facilities and tools to conduct virtual classes Second Phase: (December 2014-February 2015) 1) Platform for unified e-learning 2) Promotion and training of activities for creating e-learning contents and courses Estimated completion date of the project: 28 February’ 2015 Organization Realignments Wimba virtual training technology provides the requirement for change in the overall learning and teaching style in the Virginia Tech University. These changes may include certain factors that would increase the responsibility of the faculty and the students’ to use this technology in their university. The factors for the faculty include university support, effective training, leadership skills and perception regarding usefulness of this technology along with developing an easy way to use this new technology. It is worth mentioning that there are certain obstacles in adoption and integration of this technology in the university which include lack of proper equipment, lack of support from the institution, disbelief in the benefits of technology, lack of knowledge, time and confidence. As a result, it is significant for the university to reorganize its classroom and teaching practices for effective virtual classroom learning. Moreover, for ascertaining proper implementation of this technology, the teacher must realize its motivation aspects for the students and scope for improving instruction. In addition, the instructor must have the willingness of changing his/her role from a teacher to become a facilitator and aid to imbibe the change amid the students in using this platform for learning. Furthermore, a faculty must enhance his/her confidence and capability in handling technological tools in order to integrate it into their process of teaching (Martin et al., n.d.). Management Control for Virtual Classrooms With the aim of managing a successful classroom, the instructor must develop strategies that make the students interactive which would ensure that the participation of the students in the classroom is improved. An instructor should also increase interactive process frequency in the virtual dimension. An instructor for effective management should follow three collaborating strategies in the classroom which includes guidance, feedback and control (Chen et al., n.d.). Personal Management for Virtual Classrooms In order to ensure effective virtual classroom learning, an instructor must provide analogies and short anecdotal stories for demonstrating a point. An instructor must practice his/her lecture until and unless the person is comfortable with the material for online classroom. An instructor must announce regarding the information that would be projected in the screen prior to starting the lecture and must have a feeling of being personally present in the classroom. Moreover, a lecturer must be capable of making the students participate in their lecture in order to make the classroom atmosphere more interactive. These guidelines are to be followed to increase the effectiveness of the virtual classroom learning in the university (McKinnie, 2008, Aydin & Yuzer, 2006). Training Initiatives The changes in virtual classrooms signify that the rules are being newly written because of which the concepts developed are being incorporated in the university. Creativity and innovation are considered to be very important constituents in deciding the best way in presenting the ideas to the students. A good training initiative provides a platform for effective delivery of lectures to derive a productive outcome. Moreover, if the training initiatives are effectual, the students will be provided with a learning environment which is very dynamic. In addition, the faculty should know the way of setting up the training process for the students in the classroom environment in order to make the training initiatives very successful (Hatsize Learning Corporation, 2013). The training initiative enhances the options for training and ensures that the training is available to the students as per the requirement. Moreover, training initiative also helps in reducing the travel costs as the instructor can produce the lecture to the students without even travelling or incurring transportation expenses (Public Safety Canada, 2013). There are four key lines of action in training initiatives which include promotion of digital literacy, providing establishment and support for digital campuses, developing a network between colleges in order to implement the best method of virtual training in the universities as well as through transversal activities to promote e-learning (Bíró et al., n.d.). Conclusion The incorporation of virtual classroom technology will facilitate to ascertain that the organization is abreast with modern training and teaching requirements for its students. The technology will let synchronous communication amid the instructor and student through using features such as interactive whiteboard, text chat, audio, emoticons and instant polling among others. In addition, Virginia Tech University should develop a kind of plan which focuses on successful implementation of virtual classroom. This can be done effectively if inquiry based learning and student centered learning approaches are incorporated in the university to make it interactive, which might be a part of broader blended solution for learning. Virginia Tech University must follow an implementation schedule for effective implementation of virtual classrooms in the university. Besides, it can be affirmed that in order to implement virtual classes there is a requirement for change in the overall learning and teaching style in the University, wherein the university might reorganize its teaching activities for the students in order to cope up with the prevailing technology. An instructor must also ensure that the students develop a participative nature in the learning process along with giving continuous guidance and receiving feedback from the students. A good training initiative for the instructor would enable to acknowledge a platform for successful delivery of lectures in order to derive a fruitful outcome. In addition, training initiatives enhance the options for training and ensure that the training is available to the students as per the requirement. References Aydin, B. & Yuzer, T. V. (2006). Evaluation of the virtual classroom project. Turkish Online Journal of Distance Education, 9-18. Bíró, M., Gábor, A. & Kismihók, G. (n.d.). e-Learning and the EU. Retrieved from https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=14&cad=rja&ved=0CD4QFjADOAo&url=http%3A%2F%2Flearning.ericsson.net%2Fvirtual%2Fdocs%2Fbook%2Fchapter8.doc&ei=dBrzUvyqMYzckgW6hIHICw&usg=AFQjCNFZhY3P5j3-YNhvFb2A7TBhcNKvSg&sig2=JVQACPGl8z0vmqXvhIavdQ&bvm=bv.60983673,bs.1,d.bmk Chen, H., Kao, P. & Yang C. (n.d.) An examination of the interactive strategies in virtual classrooms. Education and Information Technology Library. Clark, R. C. & Kwinn, A. (n.d.). The new virtual classroom. United States: John Wiley & Sons. Hatsize Learning Corporation. (2013). Evolving field. Retrieved from http://hatsize.com/virtual-classroom-platform Martin, F. & Parker, M. A. (n.d.). Descriptive use of synchronous virtual classrooms in higher education. Virginia Tech Invent the Future. Martin, F., Parker, M., & Oyarzun, B. A. (n.d.). Adoption of technology by faculty. A Case Study on The Adoption And Use Of Synchronous Virtual Classrooms, 124-136. McKinnie, R. (2008). Projecting a personal style. Best Practices for Delivering Virtual Classroom Training, 1-7. Public Safety Canada. (2013).Objective. Retrieved from http://www.publicsafety.gc.ca/cnt/cntrng-crm/plcng/cnmcs-plcng/ndx/snpss-eng.aspx?n=76 Varadarajan, D. (2012). Successfully designing your Wimba Classroom session. Using Wimba Classroom as an Effective Online Learning Tool, 1-10. Read More